Includes bibliographical references. / The presented dissertation studies informal and nonformal educational processes within three community organisations, which have formed a part of a broader social movement in Cape Town at a particular historic 'moment'. The specific aim of the study has been to describe and explain the self-educational practices within community organisations at a particular historical juncture. Self-education is defined as a conscious strategy which is used by members of community organisations to develop the capabilities of their own membership to participate fully in the management and administration of their organisations. The study therefore focuses on strategies used within community organisations for the imparting of participatory democratic leadership skills. The study is illuminative and explanatory rather than evaluative. The findings of the study show that education for democratic participation is a central concern for the organisations and for community adult educators internationally. However the investigation has revealed that 'democratic participation' has a wide range of meanings which are continuously negotiated and contested. They are determined by a range of economic, political, social, historical and ideological forces at a particular 'moment'. Essential components for both the practice and the analysis of education for democratic participation were found to be action which can consist of either service delivery or political action or both; democratic participatory practices, which entail collective participation in decision-making, in planning and evaluation, sharing of information and skills, and joint responsibility for staff appointments; coherent theoretical knowledge if the organisation to is maintain an advocacy role in the community. The five analytical tools which were developed for the investigation, namely 'action', 'critical reflection', 'theoretical knowledge', 'participatory democratic processes' and the 'relationship between macro and micro organisational contexts', provided useful mechanisms for probing the political and social theories imbedded within the organisations. The importance of the 'tools' was that they focused attention on some of the major contradictions within nonformal and informal education within community organisations. The 'tools' also captured the dynamic, dialectical processes which are ·integral to the educational practices within community organisations. While the study did not set out to develop analytical tools which would have wider, more general usage in the analysis of community adult education, this has been a significant outcome of the research.

The constantly getting worse health of people and little physical activity put to trouble. Speaking about the importance of physical activity in human life the famous former and present pedagogues emphasize the importance of self-education. There is a problem what factors are determining the point of view to the physical culture, what motivations encourage the physical self-help, how to achieve that more citizens will take part in the process of self-creating and forming a healthy personality, it means will reach the physical self-development. The purpose of work – is to clear the presumptions of physical self-education of inhabitants in Utena region. Trying to open the purpose of survey there are risen these goals: 1. To inquire for the point of view towards the body culture of inhabitants in Utena region; 2. To name the motives and factors of Utena dwellers influencing their physical activity; 3. To clear the physical state of Utena inhabitants and the forms of physical self-education; 4. To name the reasons wherefore the dwellers are not propagating the active way of life; 5. In accordance with the results there are prepared scientifically based recommendations to form a positive point of view to the physical culture and encouraging the physical self-education of Utena dwellers. Using the method of questioning on December 2005 were questioned 288 inhabitants of Utena town and region. The investigated population was stratified according to the duty of respondent. 51... [to full text]

An itinerant architect—one who learns, teaches, and practices architecture on the road—has the ability to improve spaces that would otherwise never reach their fullest potential. The profession of architecture as it stands is insufficient and does not properly address what people need. As a means for educating and improving space, an itinerant architect involves those unfamiliar with their own design abilities and needs throughout the design process, encouraging the appropriate customisation of their environments. This thesis follows an itinerant architect in three stages. In the first he navigates the metropolis of Lima, where a series of interventions is completed as a means to understanding the capital city. He then returns to Canada and in the second chapter revisits familiar territories where he gains different perspectives through several additional projects. The third and final chapter follows his travels throughout Southeast Asia as he experiences what it means to practice architecture as a true itinerant. The itinerant architect self-educates: he learns by doing. In stripping the profession down to its first principles, he improves space at a fundamental level. Lessons are learned as he abandons the comforts of the familiar to pursue the challenge of creating in a foreign place. It is in these unfamiliar situations that an itinerant architect thrives; challenges are welcomed, the vernacular is embraced, and experiences are gained.

The diploma thesis is focused on observation of a teaching staff of a small Czech rural primary school with regard to self-education of these teachers. The theoretical part focuses on the methods and principles of self-education and self-education of the primary school teachers. In the practical part, the quantitative method is used - all teachers of the surveyed staff completed a structured questionnaire as well as a qualitative method - these teachers were interviewed individually. The aim of this work is to map the methods and principles of self-education and aspects that make it difficult or impossible for teachers to self- educate, or circumstances in which the teachers would be willing to educate themselves. This work can be considered an action research that has been subjected to a small but maximum possible sample. The survey showed how these teachers educate themselves, what prevents them from self-education, and under what circumstances or in what areas they would like to be self-educated.

SIGRADI 2013. XVII Congreso de la Sociedad Iberomaericana de Gráfica Digital: Knowledge Design 20, 21 y 22 de Noviembre del 2013. Universidad Técnica Federico Santa María. Valparaiso, Chile / Teaching programming to architects, in academic and professional contexts, occurs in Latin America through self-­‐management, and focused on results, without analyzing the processes and establishing a follow-­‐up to participants, to establish patterns of application. The pointing out of these problems and the proposal of how to make said education sustainable has allowed finding variables specific to the region and to the very same tools and instruments, which are constantly evolving. At the same time, it is proposed after the analysis, that hetero-­‐education (shared learning) itself requires self-­‐education (self-­‐teaching processes) as a complementary process.

Aim of the research – determine the connection between physical self-education and mental health of schoolchildren. Subject of the research – schoolchildren who regularly practice physical self-education, schoolchildren who sporadically go in for sports and schoolchildren who do not go in for sports at all. The assumption of the research – schoolchildren who regularly practice physical self-education are of better mental health, are stress-resistant, and are able to concentrate for the raised aim. Goals of the research: 1. Pursue research of personal traits of schoolchildren practicing physical self-education; 2. Determine connection between physical self-education and mental health. Methodology of the research: 1. Analysis of scientific literature; 2. Survey. It is not easy to define physical self-education and mental health or evaluate their connection unambiguously, as there are lots of different opinions on this issue. The aim of the Master thesis was to view this problem from a certain perspective: scrutinize connections of physical self-education and mental health of schoolchildren. Having analyzed opinions of various authors on this topic, one can state that the majority of scientists confirm the assumption that physical self-education and physical load positively influence inner balance of a person and his/ her harmonious development. The performed research helped to determine that sports activities have a positive influence on physical health of a person only... [to full text]

Tyrimo aktualumas Pastaraisiais metais pastebimas vis didesnis moterų susidomėjimas įvairiomis fizinio aktyvumo formomis, jų poveikiu sveikatai, kūno įvaizdžiui. Moterų nepasitenkinimas savo fiziniu aktyvumu, kūnu, kūno įvaizdžiu didėja Todėl labai svarbu yra išanalizuoti skirtingoms fizinio aktyvumo formoms prioritetą teikiančių moterų lavinimosi siekius, motyvus, galimybes. Tyrimo objektas. Moterų organizuotos ir savarankiškos fizinės saviugdos raiška bei jos plėtojimo ypatumai. Tyrimo tikslas. Išanalizuoti laisvalaikiu organizuotai ir savarankiškai sportuojančių moterų fizinės saviugdos raišką bei plėtojimo galimybes. Tyrimo metodologinį pagrindas: humanistinės psichologijos nuostatos, sveikatos ugdymo, .judesių išmokimo, adaptacijos bei raidos teorijų esminiai teiginiai. Tyrime dalyvavo moterys (n=152), realizavusios švelniojo fitneso (n=58). kultūrizmo (n=36), aerobikos (n=58) organizuotos ir savarankiškos fizinės saviugdos kryptis. / The relevance of the research. A growing interest of women in various forms of physical activity, their influence on health and body image has been noticed recently. Women’s discontent with their physical activity, body and its image is constantly growing. That is why it is important to analyze the exercise objectives, motives, opportunities of women who prefer different forms of physical activity. The subject of the research. The expression of women’s organized and independent physical self-education and the peculiarities of its development. The aim of the research. To analyze the expression of physical self-education and opportunities of its development peculiar to women who go in for sports voluntarily and constantly during their free time. The methodological base of the research: attitudes of humanistic psychology, essential propositions of health, movements, learning, adaptation and development theories. The participants of the research: women (n=152) who have realized directions of gentle fitness (n=58), bodybuilding (n=36), aerobics (n=58), organized and independent physical self-education.

Que relações se estabelecem entre a escrita de diários por professoras, a equipe de trabalho da escola e a produção da professoralidade de todos os envolvidos neste processo? Esta foi a pergunta que busquei responder nesta pesquisa. Este é um estudo sobre registro e formação de professores, que buscou nos conceitos de documentos de processo (Cecília Almeida Salles), escrita de si, (Michel Foucault), professoralidade (Marcos Villela Pereira), signo e linguagem (Charles Sanders Peirce) o sentido necessário para estabelecer relações entre escrita e auto-formação. Do ponto de vista metodológico, busquei referências na etnografia para conhecer como duas professoras - e a equipe pedagógica da instituição - relacionavam escrita e auto-formação. Utilizei-me também, em certa medida, da auto-biografia, pois este é um estudo que fala muito da minha relação com a escrita de diários e de como percebo a interferência deste ato na produção da minha professoralidade. / What relations define between teachers diaries writing, the school work group and the teaching production of all involved in this process? This was the question which I sought to answer in this search. This is a review about teachers register and graduation, which sought in the concepts of the process documentations (Cecília Almeida Salles), self writing, (Michel Foucault), teaching (Marcos Villela Pereira), sign and language (Charles Sanders Peirce) the necessary meaning to establish relations between writing and self graduation. From a methodological point of view, I sought references on ethnography to understand how two different teachers and the pedagogical team of the institution related writing and self graduation. I include my self too, in certain way, in the autobiography, because this is a study which relates a lot about my relation with the diaries writing and how I see the interference of this act in my own teaching.

Que relações se estabelecem entre a escrita de diários por professoras, a equipe de trabalho da escola e a produção da professoralidade de todos os envolvidos neste processo? Esta foi a pergunta que busquei responder nesta pesquisa. Este é um estudo sobre registro e formação de professores, que buscou nos conceitos de documentos de processo (Cecília Almeida Salles), escrita de si, (Michel Foucault), professoralidade (Marcos Villela Pereira), signo e linguagem (Charles Sanders Peirce) o sentido necessário para estabelecer relações entre escrita e auto-formação. Do ponto de vista metodológico, busquei referências na etnografia para conhecer como duas professoras - e a equipe pedagógica da instituição - relacionavam escrita e auto-formação. Utilizei-me também, em certa medida, da auto-biografia, pois este é um estudo que fala muito da minha relação com a escrita de diários e de como percebo a interferência deste ato na produção da minha professoralidade. / What relations define between teachers diaries writing, the school work group and the teaching production of all involved in this process? This was the question which I sought to answer in this search. This is a review about teachers register and graduation, which sought in the concepts of the process documentations (Cecília Almeida Salles), self writing, (Michel Foucault), teaching (Marcos Villela Pereira), sign and language (Charles Sanders Peirce) the necessary meaning to establish relations between writing and self graduation. From a methodological point of view, I sought references on ethnography to understand how two different teachers and the pedagogical team of the institution related writing and self graduation. I include my self too, in certain way, in the autobiography, because this is a study which relates a lot about my relation with the diaries writing and how I see the interference of this act in my own teaching.

Que relações se estabelecem entre a escrita de diários por professoras, a equipe de trabalho da escola e a produção da professoralidade de todos os envolvidos neste processo? Esta foi a pergunta que busquei responder nesta pesquisa. Este é um estudo sobre registro e formação de professores, que buscou nos conceitos de documentos de processo (Cecília Almeida Salles), escrita de si, (Michel Foucault), professoralidade (Marcos Villela Pereira), signo e linguagem (Charles Sanders Peirce) o sentido necessário para estabelecer relações entre escrita e auto-formação. Do ponto de vista metodológico, busquei referências na etnografia para conhecer como duas professoras - e a equipe pedagógica da instituição - relacionavam escrita e auto-formação. Utilizei-me também, em certa medida, da auto-biografia, pois este é um estudo que fala muito da minha relação com a escrita de diários e de como percebo a interferência deste ato na produção da minha professoralidade. / What relations define between teachers diaries writing, the school work group and the teaching production of all involved in this process? This was the question which I sought to answer in this search. This is a review about teachers register and graduation, which sought in the concepts of the process documentations (Cecília Almeida Salles), self writing, (Michel Foucault), teaching (Marcos Villela Pereira), sign and language (Charles Sanders Peirce) the necessary meaning to establish relations between writing and self graduation. From a methodological point of view, I sought references on ethnography to understand how two different teachers and the pedagogical team of the institution related writing and self graduation. I include my self too, in certain way, in the autobiography, because this is a study which relates a lot about my relation with the diaries writing and how I see the interference of this act in my own teaching.